This article examines why and how teachers of refugees enact protection by engaging with local forms of harm facing their refugee students. Through portraits of two classrooms in Jordan, we describe the relationships that form between Jordanian teachers and Syrian students, and the protection practices teachers develop in response. We propose a more comprehensive conceptualization of protection in refugee education that layers socio-political protection on legal and rights-based protection commonly embedded in humanitarian activities.
{"title":"Protection in Refugee Education: Teachers' Socio-Political Practices in Classrooms in Jordan","authors":"Hiba Salem, Sarah Dryden-Peterson","doi":"10.1111/aeq.12436","DOIUrl":"https://doi.org/10.1111/aeq.12436","url":null,"abstract":"<p>This article examines why and how teachers of refugees enact protection by engaging with local forms of harm facing their refugee students. Through portraits of two classrooms in Jordan, we describe the relationships that form between Jordanian teachers and Syrian students, and the protection practices teachers develop in response. We propose a more comprehensive conceptualization of protection in refugee education that layers socio-political protection on legal and rights-based protection commonly embedded in humanitarian activities.</p>","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"54 1","pages":"75-95"},"PeriodicalIF":1.3,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50147264","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Aspirations have gained significant attention within educational anthropology and yet the effects (and affects) of the imperative to aspire that undergird educational projects have been underexamined. This paper argues that aspirations within the context of material depravity often produce immaterial precarity, which I index as affective states of anticipation drawing on ethnographic research with non-elite young women who were alumni of a girls' empowerment intervention in New Delhi.
{"title":"Immaterial Precarity and Affective States of Anticipation: NGO Afterlives of Non-Elite Young Women in Urban India","authors":"Karishma Desai","doi":"10.1111/aeq.12437","DOIUrl":"https://doi.org/10.1111/aeq.12437","url":null,"abstract":"<p>Aspirations have gained significant attention within educational anthropology and yet the effects (and affects) of the imperative to aspire that undergird educational projects have been underexamined. This paper argues that aspirations within the context of material depravity often produce immaterial precarity, which I index as affective states of anticipation drawing on ethnographic research with non-elite young women who were alumni of a girls' empowerment intervention in New Delhi.</p>","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"54 1","pages":"6-21"},"PeriodicalIF":1.3,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/aeq.12437","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50147265","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this address I identify specific and unique roles anthropology can play in the necessary work of decolonizing education. These include: building anti-racist schools that honor all “ways of being human”; decolonizing school leadership and working towards culture creation for equity and anti-racism; decolonizing teaching and learning and honoring how humans learn best; decolonizing teacher education; decolonizing student-teacher relationships; putting the social in social and emotional learning; and decolonizing education research and policy.
{"title":"2020 Council on Anthropology & Education Presidential Address Decolonizing Education: Roles for Anthropology","authors":"Peter Demerath","doi":"10.1111/aeq.12435","DOIUrl":"https://doi.org/10.1111/aeq.12435","url":null,"abstract":"<p>In this address I identify specific and unique roles anthropology can play in the necessary work of decolonizing education. These include: building anti-racist schools that honor all “ways of being human”; decolonizing school leadership and working towards culture creation for equity and anti-racism; decolonizing teaching and learning and honoring how humans learn best; decolonizing teacher education; decolonizing student-teacher relationships; putting the social in social and emotional learning; and decolonizing education research and policy.</p>","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"53 3","pages":"196-214"},"PeriodicalIF":1.3,"publicationDate":"2022-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://anthrosource.onlinelibrary.wiley.com/doi/epdf/10.1111/aeq.12435","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"92299773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This qualitative study examines educational life in a neighborhood in Mexico City, analyzing how discourses have produced the neighborhood, Tepito, as a place “without education.” Simultaneously, ethnographic research entangles with theories of radical equality and resistance to explore how education emerges and how certain forms of education circulate throughout the neighborhood. Ultimately, everyday life in Tepito reveals rebellious and playful forms of education that challenge dominant educational discourses and open new understandings of educational possibilities.
{"title":"Truth-Telling and Education-Making in a Neighborhood in Mexico City","authors":"Jordan Corson","doi":"10.1111/aeq.12433","DOIUrl":"https://doi.org/10.1111/aeq.12433","url":null,"abstract":"<p>This qualitative study examines educational life in a neighborhood in Mexico City, analyzing how discourses have produced the neighborhood, Tepito, as a place “without education.” Simultaneously, ethnographic research entangles with theories of radical equality and resistance to explore how education emerges and how certain forms of education circulate throughout the neighborhood. Ultimately, everyday life in Tepito reveals rebellious and playful forms of education that challenge dominant educational discourses and open new understandings of educational possibilities.</p>","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"54 1","pages":"40-58"},"PeriodicalIF":1.3,"publicationDate":"2022-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50129146","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper is based on the ethnographic multiple case study of four refugee background youths from Burma at four different schools in a midwestern urban school district in the US. My research finds that the normalization of English constructed the focal youths' language-related identities. I also argue that through this normalization, language difference between school and home became a difference that marginalized the focal youth in their class and racialized their subjectivity.
{"title":"Normalization of English and Identity Construction of Refugee Background Youth from Burma/Myanmar in US Schools","authors":"Kyaw Win Tun","doi":"10.1111/aeq.12426","DOIUrl":"https://doi.org/10.1111/aeq.12426","url":null,"abstract":"<p>This paper is based on the ethnographic multiple case study of four refugee background youths from Burma at four different schools in a midwestern urban school district in the US. My research finds that the normalization of English constructed the focal youths' language-related identities. I also argue that through this normalization, language difference between school and home became a difference that marginalized the focal youth in their class and racialized their subjectivity.</p>","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"54 1","pages":"59-74"},"PeriodicalIF":1.3,"publicationDate":"2022-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/aeq.12426","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50137672","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Nostalgia After Apartheid: Disillusionment, Youth, and Democracy in South Africa. Amber Reed, Notre Dame: University of Notre Dame Press, 2020, 226 pp.","authors":"Jennifer Riggan","doi":"10.1111/aeq.12425","DOIUrl":"https://doi.org/10.1111/aeq.12425","url":null,"abstract":"","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"54 2","pages":"194-195"},"PeriodicalIF":1.3,"publicationDate":"2022-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50144582","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article discusses relational land-based education in the Brazilian Amazon and the idea of intra-dependency. The data produced with the Apurinã presents the intra-relational spaces of knowing created between different beings, human and other-than-human, which contrast with the notion of individual learners. Apurinã co-existence in learning also sheds light on the emotional dimension of Amazonian relational epistemology, while its inclusion of human–environment relations can contribute to taking seriously the practice of care toward other-than-human beings.
{"title":"Relational Epistemology and Amazonian Land-based Education: Learning the Ideas of Intra-dependency in the Central Purus River","authors":"Pirjo Kristiina Virtanen","doi":"10.1111/aeq.12421","DOIUrl":"https://doi.org/10.1111/aeq.12421","url":null,"abstract":"<p>This article discusses relational land-based education in the Brazilian Amazon and the idea of intra-dependency. The data produced with the Apurinã presents the intra-relational spaces of knowing created between different beings, human and other-than-human, which contrast with the notion of individual learners. Apurinã co-existence in learning also sheds light on the emotional dimension of Amazonian relational epistemology, while its inclusion of human–environment relations can contribute to taking seriously the practice of care toward other-than-human beings.</p>","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"53 4","pages":"341-356"},"PeriodicalIF":1.3,"publicationDate":"2022-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://anthrosource.onlinelibrary.wiley.com/doi/epdf/10.1111/aeq.12421","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"109167611","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Doing Fieldwork at Home: The Ethnography of Education in Familiar Contexts. Loukia K. Sarroub and Claire Nicholas, London: Rowman & Littlefield, 2021, 189 pp.","authors":"Lisa Russell","doi":"10.1111/aeq.12423","DOIUrl":"https://doi.org/10.1111/aeq.12423","url":null,"abstract":"","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"54 1","pages":"98-100"},"PeriodicalIF":1.3,"publicationDate":"2022-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50124565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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